Elaboration ACLARC113

listing various groups they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of multiple groups and the roles they play in these groups

Elaboration | ACLARC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC113

Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups[Key concepts: membership, roles, belonging; Key processes: recognising, describing, …

Elaborations ScOT Terms

ACLARC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARC105

participating in games or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games

Elaboration (4) | ACLARC105 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC113

creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language

Elaboration (2) | ACLARC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum